Division II
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Philosophy and Goals Welcome to Division II at the Renaissance Academy! Division II provides a fun, engaging learning environment in which children are given opportunities to explore concepts and topics through developmentally appropriate activities that support their individual learning styles, needs and interests. The Language Arts Program Instruction of reading and writing is a primary focus in the Division II classroom and it occurs throughout the school day. Students participate in both small group instruction and individual instruction time with a teacher in order to promote the continued development of literacy skills for each child. The classroom environment encourages collaboration, risk taking, responsibility and reflection. Students will respond to literature and demonstrate their newly acquired skills through a variety of projects and writing assignments. Components of the Reading Program · Phonemic Awareness · Phonics Instruction · Fluency Development · Vocabulary Development · Comprehension Phonemic Awareness is an understanding that spoken words are comprised of separate sounds, which are blended together when words are pronounced. Phonics instruction encompasses the connection between the sounds of language and the written symbols. Fluency involves recognizing letters or words accurately and rapidly, and reading in a manner that sounds like spoken language. Vocabulary development is necessary for improving communication and understanding. Comprehension occurs when students make connections with prior knowledge and construct accurate meaning from text. These basic components are taught in a progressive sequence, using the HBJ reading curriculum, as well as children’s literature, bug books, Scholastic News magazines and through the children’s writing. Components of the Writing Program The purpose of the writing program in Division II is to help students communicate their ideas clearly while learning the steps of the writing process. The students will write stories, journal entries, class books, reports and letters. Some pieces are published and presented to the class. This process involves maintaining a writing folder, writing rough drafts, editing their work and creating a final copy. Children are encouraged to share their writing by reading it aloud to classmates from the Author’s Chair. Students are instructed in legible printing of the D’Nealian alphabet, spelling conventions, phonics, punctuation, story structure, use of details, word choice and the editing process. Emergent writers are first encouraged to write phonetically, using beginning, middle and ending sounds. As they begin to recognize more words by sight, they will be encouraged to use conventional spelling. There are opportunities to practice writing skills during math, science and social studies, as well as during language arts time. Spelling Program Spelling is an integral part of the Language Arts Program. Current research indicates that spelling lists for early learners should include high frequency words and words that follow spelling patterns. Students are encouraged to practice spelling words at home before the test. A list of spelling words and the date of the test will be sent home each week for all Division II students. We will emphasize three strategies to help your child become a better speller. These are the same strategies that adults use when determining the correct spelling of a word. · Instruct and apply the phonemic, phonetic rules and patterns. · Proofreading strategies · Using the dictionary or other resources When your child asks you how to spell a word, here are some questions you can ask that may help him/her to find the correct spelling: · What sounds do you hear? · How does it begin? How does it end? · Can you try writing it a different way? · Have you seen that word somewhere else before? · Can you find it for me in a book? · Does it look right? After your child’s attempts, always verify the spelling by confirming the correct spelling or supplying it. Keep in mind that our goal is not perfect spelling by the end of Division II! Remember, as adults we continue to use resources to check our own spelling. The goal is to help children become more aware of spelling strategies, to reinforce their literacy development and for children to develop confidence in their ability to express themselves legibly and competently when writing. The Math Program While it is important to learn how to solve mathematical equations accurately and efficiently, students must also know how to apply those computational skills in problem-solving situations. Students receive instruction in both computational skills and in problem-solving strategies. The process approach to mathematical learning begins with a child’s prior knowledge and experience, then provides many opportunities to build on that base. Students are guided to construct their own understanding of mathematical concepts by using manipulatives to set up and solve the problem. Talking, listening, writing and reading about math and explaining to peers and teachers are integral parts of the program.
Components of the Math Program · Number writing and identification · Patterns · Measurement · Sort and classify data / Graphing · Addition, Subtraction, Multiplication, Division · Mental math · Fractions · Use of number lines and grids · Money and Time · Geometry and Shapes · Place Value Instructional methods and activities include small group instruction of concepts and skills, individual math packets for reinforcement of concepts and skills, math projects, games that promote logic, problem-solving, communication and cooperation, literature based activities and cross-curricular application of math. Science and Social Studies Program Thematic topics are taught on a two-year rotation. The first year focuses on the life sciences, including plants, animals and human body. During the second year, students explore the physical sciences, such as weather, earth science and outer space. The children work in small cooperative groups, experimenting with materials and making projects and models in order to demonstrate their understanding of each topic. These thematic topics are also integrated into the writing, reading and math instruction whenever developmentally appropriate. Expeditionary Learning Field trips or expeditionary learning are an important component of the science and social studies curriculum. Division II students go on 2-3 field trips each month, sometimes more, and travel in the school bus. We will try to send home permission forms, trip details and cost of trips at the beginning of each month this year. Two overnight experiences occur during the school year for Division II students. The Fall Overnight is spent at school in the Division II classroom, with field trips scheduled during the day. The Spring Trip is held away from school, usually at Hamp Hut, also in conjunction with day trips. The cost for each trip ranges between $30 and $40. This includes the cost of food, field trips, transportation and special “camp” activities. Homework In Division II, each student will receive a list of spelling words on Mondays to practice at home during the week. Spelling words are not usually sent home on short or 4-day weeks. They will also receive a small book or reading assignment on Mondays to read several times during the week, then return at the end of the week. Second year students will have Wednesday math homework beginning in the third quarter, which should be returned the next day, Thursday. Please help your child to develop good homework habits by encouraging them to try the work on their own and return work on time. Look for homework coming home in a pocket folder. Assessment Each Division II student is encouraged to set age-appropriate goals, evaluate their progress throughout the year and participate in conferences with their parents at the end of the first and third quarters. Samples of work, which reflect the student’s progress in math, reading, writing and science/social studies are selected for placement in a portfolio folder. These samples are used during parent-student-teacher conferences to celebrate and reflect upon the growth that occurred during the previous quarter. Students, together with teachers use these portfolios to identify and establish new learning goals. Report cards are sent home four times a year at the end of each quarter. Additionally, an individual narrative report is sent home at the end of the second and fourth quarters. Life Skills The Life Skills curriculum at the Renaissance Academy is a unique program designed to empower students in their development as learners in school and in life. In Division II, the children are grouped into classroom committees, which take responsibility for daily care of our classroom. By working together in cooperative groups, the children organize learning materials, feed classroom pets and clean the room. This gives them opportunities to make choices, engage in effective communication and establish ownership and pride in their classroom. Throughout the school year, Division II students participate in activities with younger and older students both in the classroom, during lunch and recess, on field trips and during All School activities. These are opportunities to build life skills such as leadership skills, personal responsibility, community building and problem-solving. Students also take turns being the Superstar each day. The Superstar is responsible for assigning daily jobs and taking care of the calendar during morning meeting, as well as having the coveted job of line leader for the day! The Superstar gains practice in speaking and reading in front of a group of their peers. Behavior Expectations Division II places an emphasis on positive reinforcement of children’s behaviors. They are encouraged to participate in developing classroom rules, which promote safety, personal responsibility and respect for others as well their right to learn. Students are asked to add “magic beans” to our Bean Jar when they demonstrate these behaviors and the entire class receives a special reward, such as extra recess or a special day each time the jar is filled. The children are encouraged to use a Peace Rose to resolve conflicts with each other. Each child takes a turn expressing their feelings and needs, then listens to their friend. Together they decide on a plan to solve the problem and shake hands, declaring “Peace”. A teacher facilitates the process when necessary by listening or offering suggestions if needed. In the event that a child has trouble responding to verbal reminders from a teacher, the student may be asked to take a “Thinking Chair” until they are ready to rejoin an activity. Parents are notified if issues arise which may require support from home, such as safety or disruptive behavior. Newsletters and Communication Newsletters will be sent by e-mail on Wednesdays every other week to keep you informed of current themes of study, field trips and special events in Division II. If you are not receiving these e-mails, please let us know so we can make corrections or get a printed copy to you. If you need to set up an appointment to meet, parents can reach teachers by e-mail at divisionii@therenaissanceacademy.org. You may reach Mrs. McKellip at 596-7713 and Mrs. Stegman at 622-6013 between 6:00-7:00 p.m. and if we are out we will try to call back before 8:00 p.m. or contact you the next day. Notes are helpful at morning arrival time as we are busy then helping the children settle in and preparing for the day. Volunteer Opportunities Parent volunteers are a vital part of the Division II classroom. There are a wide variety of opportunities for helping out. After the first few weeks of settling into our routines, a “Parent Helper Calendar” will be posted near the door. You may sign up for a time that is indicated on the calendar, see a teacher if you’d like to schedule a special presentation or project. No time or effort is too small. We are grateful for your interest and assistance! These are a few of the needs we will have throughout the year: · Work individually with a child on reading or math · Facilitate small groups of children during center time · Accompany the class and supervise a small group of children on field trips · Prepare food for Overnights · Supervise a cooking project in the classroom · Share a special presentation related to your job or area of interest · Help cut and prepare materials · Assemble class books · Put up or take down classroom displays and children’s work · And of course, xeroxing! (to be found in the “Parent Helper Box”) We ask that you consider your child’s possible reactions to having you in the classroom or on trips and encourage them to be willing to share your attention with classmates. Nova Each week a different child is chosen to be the “Superstar of the Week.” A display board will be sent home on Wednesdays and your child may display photos, drawings or special mementos on the board to bring in and share with the class. The Superstar is invited to bring a surprise item from home each day that week, hidden in a bag. Your child should write or dictate 3 clues to read to the class so they can guess the item. As the Superstar, your child will also bring home a tote bag containing a journal, books, games and a cuddly stuffed animal to enjoy at home. Please help your child to record their adventures with the stuffed animal by writing and drawing on one page in the journal. This stuffed animal often goes everywhere with the Superstar! Your child will read the journal entry to the class when the bag is returned on Wednesday of the following week. Please return all Superstar items in the bag on time so the next “Superstar” may enjoy them as well. Birthdays Birthdays are a special part of a young child’s life. If you would like to celebrate at school with a small snack or treat, please let us know in advance so we can plan ahead. Healthy treats are always welcome, though cupcakes are fine too. An alternative or addition to sending in a snack is to donate a picture book or theme-related book to our classroom library. If you wrap the book, your child may unwrap it and present the book to the class on their special day. We will put your child’s name and birthday on a book plate in the front of the book. This is a way for our class to enjoy your “treat” for a longer period of time! If your child has a summer birthday you are welcome to bring a treat near the beginning or end of the school year. We ask that if you plan to distribute invitations at school for a birthday party outside of school, please include an invitation for every child in the class. We know that this is not always possible and if that is the case, please distribute the invitations outside of school to avoid hurt feelings. Thank you!! Snack and Outdoor Activities We have scheduled a brief snack and break time in the middle of each morning and afternoon in order to allow young bodies and minds a chance to recharge and refocus. Please pack 2 nutritious, easy to eat snacks in addition to your child’s lunch each day. Each child is also encouraged to bring a water bottle that may stay in the classroom or travel home each day. Please be sure the water bottle has a tight fitting lid and is labeled with your child’s name. Remember to take them home periodically to be washed! We will spend time outside every day during the school year unless it is extremely cold or raining. Encourage your child to wear the appropriate shoes, hats, coats, gloves or sunscreen for the day.
2007-2008 Units of Study Quarter 1: Science- Space Social Studies- Age of Exploration
Quarter 2: Science- Dinosaurs Social Studies- Medieval Europe
Quarter 3: Science- Weather Social Studies- Ancient Civilization of Aztecs Ancient Civilization of Egypt
Quarter 4: Science- Rocks and Minerals Social Studies- Various countries |
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